Investigating Early Childhood Teachers' Views on Science Teaching Practices: The Integration of Science with Visual Art in Early Childhood Settings

Autor/inn/en	Öztürk Yilmaztekin, Elif; Erden, Feyza Tantekin
Titel	Investigating Early Childhood Teachers' Views on Science Teaching Practices: The Integration of Science with Visual Art in Early Childhood Settings
Quelle	In: Early Child Development and Care, 187 (2017) 7, S.1194-1207 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1160899
Schlagwörter	Preschool Teachers; Teacher Attitudes; Science Instruction; Teaching Methods; Visual Arts; Interdisciplinary Approach; Early Childhood Education; Observation; Foreign Countries; Case Studies; Documentation; Semi Structured Interviews; Science Activities; Turkey (Ankara) + Suchen Sie Ihr Suchwort? Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Optische Gestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Beobachtung; Ausland; Case study; Fallstudie; Case Study; Dokumentation
Abstract	This study investigates early childhood teachers' views about science teaching practices in an early childhood settings. It was conducted in a preschool located in Ankara, Turkey. The data of the study were collected through multiple sources of information such as interviews with early childhood teachers and observations of their practices in the classroom. The findings of this study indicated that early childhood teachers believed in the importance of science activities in their practices and they claimed that they provided child-centred activities for children to enrich their science experiences. Moreover, the findings showed that they used different learning experiences that were naturalistic, informal, and structured. The findings also revealed that an integrated curriculum improved children's developmental progress. More specifically, participant teachers used art as an assessment tool in science activities because they considered that they were able to evaluate children's understanding on the basis of their art work such as their drawings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01